Resumen

ALCANTAR NIEBLAS, Carolina; VALDES CUERVO, Ángel Alberto; ALVAREZ-MONTERO, Francisco José  y  REYES-SOSA, Hiram. Relationships among Teacher Support, Moral Emotions, and Prosocial Behavior in the Adolescent Bystanders of Bullying. RMIE [online]. 2021, vol.26, n.88, pp.173-193.  Epub 24-Mar-2021. ISSN 1405-6666.

This study examines the direct and indirect relationships among teacher support, compassion, empathy, and the prosocial behavior of the bystanders of bullying; in addition, it analyzes the effect of student gender in the relationships among the variables. The participants were 998 adolescents (M = 13.87 years old, SD = 1.09 years), with 517 (51.5%) males and 481 (48.5%) females. A model of structural equations was calculated. The results indicate that teacher support is directly related to the prosocial behavior of bystanders. It was also found that teacher support indirectly favors prosocial behavior through its positive effects on moral emotions. A multigroup analysis showed that student gender does not affect the relationships proposed in the model. The conclusion is that teacher support favors prosocial behavior toward the victims of bullying.

Palabras llave : empathy; bullying; emotions; prosocial behavior; role of teacher.